TeachersPayTeachers.com is a great way for educators to sell their own material. They’re an open marketplace for educators to buy, sell, and share their self-made educational products. Here’s my store on TPT: http://www.teacherspayteachers.com/Store/Teacherrogers. I currently have 50 educational products for sale. Examples include a podcast project, learning center signs, language prompts with photos from American life, and literature studies. The majority of my products are available in English and Spanish editions.
You have to become a member to make a purchase. Membership is free. Additionally, you will have access to thousands of free downloads from each teacher—that’s the sharing component of TPT. If you’re interested in selling products on TPT, then please use my referral link.
Read my WordPress page about being a materials writer for TeachersPayTeachers. I’m selling products on TPT to help pay for graduate school and to get hands-on experience as an instructional designer of educational products. This activity is also helping me learn about the Common Core State Standards, as I try to align my products. For example, check out the fictional story I wrote about the life cycle of various animals and plants a young chick encounters on a walk around the farm.
Also, some teachers (not me) make a substantial income on TPT. Read about TPT’s number one seller, Deanna Jump. Thank you for visiting my store! If you purchase something, please leave feedback.
Source: Staples eReader Department
Note: This is part V in a series of summaries on instructional design articles.
Tracey, M., & Morrison, G. R. (2012). Instructional design in business and industry. In R. A. Reiser & J. V. Dempsey (Eds.) Trends & issues in instructional design & technology (3rd ed.). (pp. 178-186). Columbus, OH: Merrill-Prentice Hall
Tracey and Morrison described the role of instructional design (ID) in business and industry. They explained the multiple roles instructional designers embrace on the job: instructional design, human performance technology, training, and solving organizational problems. In the private sector, instructional designers work as the sole designer, team member/leader, or as an external designer/consultant. Since the 1980’s, there has been a steady growth in the area of ID in the business world. The increase reflects the emphasis placed on improving human performance at the workplace.
The authors discussed three different types of constraints that affect the design process: contextual, designer-related, and project management versus instructional design. Potential contextual constraints include lack of time and resources, the locus of control for decision-making, and ineffective tools and techniques. Designer-related constraints include perceived necessity, philosophical beliefs/theoretical perspectives, and expertise. For example, expertise sometimes is a hindrance if the expert only relies on their mindset for the instructional design process instead of collaborating with others. Lastly, large projects cause difficulty with the time involved in the systematic instructional design methods; therefore, those facing this type of constraint should consider delegating a specialist or delegate to oversee the process instead of burdening the general project manager.
They mentioned four methods to achieve ID goals more quickly and efficiently: designer-as-researcher, rapid prototyping, technology-based training delivery, and advanced evaluation techniques. In my opinion, each method could be used with most ID projects in the analysis, design, development, implementation, and evaluation (ADDIE) phases. For example, the designer-as-researcher utilizes foundational theory and research-based practices to design the instructional framework, instructional strategies, and learning process. Rapid prototyping is used in the developmental phase to help inform the ID team of any glitches. Technology-based training delivery is used in the implementation phase to cut travel costs, etc. Lastly, the advanced evaluation techniques is used in the evaluation phase to inform the redesign, as needed.